Self-study analyzes facilitator roles in post-lesson discussions, highlighting similarities and differences with koshi in Japan.
Purpose The aim of this article is to analyze the features of the role of the facilitator in leading post-lesson discussions in lesson study in the contextual conditions of Portugal, identifying points of contact and differences regarding the role of koshi in Japan. Design/methodology/approach This is a self-study on an experience of the researcher leading a post-lesson discussion. The discussion was video-recorded, transcribed and analyzed based on a model for leading post-lesson discussions. Findings There are several aspects of the role of facilitator close to that of a koshi, and the leading of a post-lesson discussion is a complex activity that may be carried out in interaction with the participant teachers. Practical implications The model for leading post-lesson discussions is a useful tool for facilitators to carry out this activity and to be attentive to the factors and conditions that may influence its success. Originality/value This study is original as it addresses the contrast between the roles of the facilitator and the koshi in the post-lesson discussion, an issue that requires clarification for research and practice.
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João Pedro da Ponte (2026) studied this question.
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